Term of Award

Fall 2019

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Department of Curriculum, Foundations, and Reading

Committee Chair

John Weaver

Committee Member 1

Ming Fang He

Committee Member 2

Marla Morris

Committee Member 3

Gregory Fraser

Committee Member 3 Email



Through the use of memoir, my work centers on how poetry is situated within public education curriculum. I explore the curricular context of poetry through the lenses of my lived experiences in early childhood, as a K-12 student, and as an early career classroom teacher. My dissertation draws upon a wide array of literature, honing in on the poetic perspectives of philosophers (Aristotle, 1996; Heidegger, 1947 & 1971/2013; Plato, 1955/2007), poets (Hall, 2003; Eliot, 1920 & 2009), and curriculum theorists (Leggo, 1997 & 2018; Pinar, 1994; Sameshima, 2007). The foundation of my work is drawn from my own circular experiences, falling in and out of love with poetry as its muses spoke softly in childhood, abandoned me altogether in my teenage years, and beckoned me to rediscovery of poetry while obtaining my undergraduate degree. After becoming a secondary educator, I realized that the humanities paired with imagination are deprived in the secondary education classroom; therefore, I made it my ultimate goal as an educator to resurrect the humanities and imagination in the classroom. My experiences with poetry in the past, present, and future influence my teaching pedagogy, honing in on what challenges the poetic license of the mind. In my dissertation, I utilize William F. Pinar’s (1994) triad of reflections for working within as an educator; I explore my own accounts of poetry and pedagogy through memoir, underscoring the importance of poetry and imagination in curriculum.

Research Data and Supplementary Material